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The effects of multiculturalism in education
Solution of multicultural education
Solution of multicultural education
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From this day I learned that we should sometimes group learners such that they can discuss the language of mathematics. I observe that learners can learn better if they work with their mates because they feel free to express their view to their mates than a teacher. Cooperative learning is a powerful strategy which we can use to engage learners in doing mathematics. When I walk around I saw that they were debating on some conceptual errors and fortunately the one who was believing the errors turn out to understand how it is wrong. Most of the learners cannot believe that $7^{x+1} - 7^{x}$ is equal to $7^{x}(7 - 1) = 6 imes 7^{x}$.
Problem Solving Essay Shamyra Thompson Liberty University Summary of Author’s Position In the article “Never Say Anything a Kid Can Say”, the author Steven C. Reinhart shares how there are so many different and creative ways that teachers can teach Math in their classrooms. Reinhart also discussed in his article how he decided not to just teach Math the traditional way but tried using different teaching methods. For example, he tried using the Student-Centered, Problem Based Approach to see how it could be implemented in the classroom while teaching Math to his students. Reinhart found that the approach worked very well for his students and learned that the students enjoyed
If a school consists of only one type of race or ethnic group, then the students are isolated to the ideals of that specific community. But if diversity exists, the opportunity arises to learn about different cultures and become more well-rounded. This is illustrated by Owen and his best friend Dave, who is white. Even though Owen and Dave are two different races, they do not let that prevent them from being friends. They use their differences as an advantage to learn from each other and to help each other out.
One of the reasons I chose to the book Other People’s Children by Lisa Delpit was because I want to be aware of the stereotypes and prejudices this books might uncover that I had and didn’t know I has. Teaching in a DLI program there is big diversity in our school and community. I want to be able to be culturally competent and be able to eliminate my cultural assumptions. I want to be able to understand where my students are and families are coming from so I can adjust my teaching methods and strategies. I thought it was very interesting how in her introduction she talks about how the educational system in this country is more focused on the standardized tests, scripted lessons and mandated classroom management strategies that they seem
In this chapter, Jo Boaler describes several school systems who do not use “tracking,” filters that separate students into high-level mathematics classes and low-level mathematics classes. She continues with a discussion that reminds us of the harmful effects of “tracking” and the damage it does to students’ mindsets, both those students on the high-level and the low-level track. Ms. Boaler goes on to suggest that heterogeneous groups of students can effectively work together and individual students can develop a growth mindset. The remainder of the chapter focuses on teaching mixed ability groups effectively and includes an in-depth look at how the tasks students complete and the type of instruction they receive can promote growth mindsets.
The article "Why Diversity in Classroom Matters" by Caitlin Matthiessen explores the importance of having a diverse classroom and its benefits for children's social-emotional development and academic achievement. The author argues that a diverse classroom helps students learn how to navigate differences and develop cultural competence, which are essential skills for living in an increasingly diverse world. The article cites research that suggests that diverse classrooms can also improve academic achievement for all students, including those from the dominant culture. The article also discusses the challenges that can arise in diverse classrooms, such as language barriers, cultural misunderstandings, and unconscious biases. The author suggests
That’s the only way for them to learn during the time spent solving problems in a group”(Cazden, 2001, p.89). From listening to their peers, students not only learn how to solve a problem using a correct strategy, but also learn how to think critically as to whether others’ ideas are correct or not. Second, students can develop their talking skills mathematically and socially through sharing mathematical ideas in public (Lampert, Rittenhouse, & Crumbaugh, 1996). Current research evidence also indicates that students who are given opportunities
This dedication to meaningful work has been translated through generations, especially in the area of mathematics. A math professor at Berkeley, Alan Schoenfeld, videotaped people solving math problems and the result of one of the videos was a demonstration of the persistence that gave Asians an advantage. He videoed a woman named Renee, as she solved an algebra problem on software designed to teach the concepts to eighth grade students. Schoenfeld observed that the average eighth grader would work on the problem for a few minutes, then give up. Renee worked with the software for twenty two minutes experimenting until she finally understood.
2.2.5. Cultural diversity in Classroom: There are various cultural differences that teachers are likely to come across culturally diverse classrooms including Gender, Age, Cognition, Norms, beliefs, Primary language, Exceptionality, Cultural heritage, Socio-economic status, Opinions, ideas, Attitudes, Expectations, Behavioral styles, Geography, Learning styles, Communication Styles, Decision making styles, Ways of Communicating Non-verbally, Ways of Learning, Ways of Dealing with Conflict, Ways of Using Symbols and Approaches to completing tasks etc. According to Pratt-Johnson (2005), there are six basic cultural differences that teachers are likely to encounter in the culturally diverse classroom. Familiarity with these differences will begin
Interested parents can choose to participate on an advisory council. This committee works with GATE resource teachers, school administrators, general education teachers, and other school personnel to receive updates, provide feedback, and ask questions related to GATE programs. The advisory council meets at least three times a year in order to ensure that the education of every child is enhanced by assisting with program planning and assessment. The role of parent representatives is to serve as a liaison between the school’s GATE program and the school community. Parents may find information about joining the local advisory council by meeting with a school administrator or the GATE coordinator.
As we discussed in a previous section, be aware of your biases. It is essential to understand your biases regarding values, cultural beliefs when considering multiculturalism in your classroom. You must be aware by now that working in another country, you possess some interest in immigrating to that specific area of the world, but be aware of their values and traditions, their style of communicating, how they contribute to society, learning preference, and professional relationships with your students. Reading about some other culture can get you so far, but not as far as actual interaction with your students. The question is then, what does this all have to do with a multicultural classroom?
The first step is creating a multicultural climate within the classroom. For multicultural education to be completely effective, it should be used within the subject’s areas. These subjects include language arts, math, social studies, geography, and science. The second is Involving students in the classroom. When teachers are introducing a new subject like multicultural, they should be excited and show that it is an interesting topic to discuss.
IDEA lists three ways of being culturally skilled in the classroom. This includes the teacher being culturally alert in the class to connect the gap of learning about other ethnicities, learning to communicate to students in unwritten and non-vocal styles, and know the different views of the cultures, for example, skin-to skin contact, no communication, the clothing of the student, and simple gestures. This is important in my eyes because my school alone is very diverse, and I had my share of teachers that did not respect a certain students religion or culture. This upset me and made me want to learn more about different cultures and religions. It also leads me to want to work harder to become more culturally aware, and diverse for my future students and willing to do what I can to break down barriers that may be created by students of different cultures or religions.
According to Hsiang Ann Liao (2014) collaborative learning has been found to benefit students in various disciplines. Moreover, in the science, technology, engineering, and mathematics literature, it was noted that minority students benefited the most from collaborative learning. This statement suits our study. The students in
Undoubtedly, every teacher may have different attitudes toward the cultural diversity, so there is hard to unify the various thinking of the teacher. The perspective will carry out by the school which means that the teacher’s own feeling toward that perspective will not be added into the teaching process. Student can learn the perspective with their own understanding, rather the influence of the teacher. What’s more, the quality of this course can be ensured if the course is implemented by the school
